PROFESSIONAL CONSTRUCTS OF FUTURE TEACHERS IN SPECIAL EDUCATION WITHIN THE CONTEXT OF REMEDIAL GUIDANCE FOR ADULTS WITH MINIMAL SCHOOLING
Keywords:
adult basic education, practical training, clinical research, éducation de base des adultes, formation pratique, recherche cliniqueAbstract
ABSTRACT. The role of teachers today in special education requires extensive background knowledge about various types of learners, their specific needs and the particularities of the stakeholders with whom the teacher is called to collaborate. The knowledge constructed by future teachers is acquired not only in the formal context of initial training, but also in the field, in contexts other than the purely academic milieu. In this frame, the implementation of practical activities involving the application of diverse knowledge has its place in a training curriculum. This is the case of the clinic activity referred to in this article.
QUELS CONSTRUITS PROFESSIONNELS CHEZ DES FUTURS ENSEIGNANTS EN ADAPTATION SCOLAIRE ET SOCIALE DANS LE CONTEXTE DE L'ACCOMPAGNEMENT ORTHOPÉDAGOGIQUE D'ADULTES FAIBLEMENT SCOLAIRISÉS ?
RÉSUMÉ. De nos jours, le rôle de l’enseignant en adaptation scolaire et sociale (ASS) en est un qui exige des multiples connaissances. Mentionnons, par exemple : les divers types d’apprenants, leurs besoins spécifiques, les particularités des autres acteurs avec qui il devra collaborer. En plus du contexte formel de formation initiale, les connaissances à construire par les futurs enseignants sont aussi acquises en terrain, dans des contextes autres que le pur milieu académique. Dans ce sens, la mise en œuvre, à l’intérieur du curriculum de formation, d’activités de nature pratique et qui font appel à la mobilisation de différents savoirs, est de mise. C’est le cas de l’activité Clinique dont il est question dans cet article
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